Titill: | Using information and communication technology in lower secondary science teaching in Iceland |
Höfundur: | |
Leiðbeinandi: | Phil Scott Aisha Walker Jenny Lewis |
Útgáfa: | 2012 |
Tungumál: | Enska |
Háskóli/Stofnun: | University of Leeds |
Efnisorð: | Menntun; Upplýsingatækni; Kennsla; Doktorsritgerðir |
URI: | https://hdl.handle.net/20.500.11815/726 |
Útdráttur:This study is on using information and communication technology (ICT) in
science education in Iceland. The requirement that ICT be utilized in teaching
has only been met to a limited extent though schools appear to be well
equipped.
Data was collected through a mixed methods approach including a survey,
interviews, and an intervention with eight science teachers. The study showed
that teachers use equipment available to them but access to computers for
pupils’ use is limited. The uses are primarily researching selected topics on the
internet for writing essays or other products, watching video-clips and taking
photos. Use of science specific applications is rare. Support structures for
science teachers are weak and CPD opportunities scarce.
Teachers have positive views towards ICT in teaching science. However there
are considerable barriers to technology integration, teacher knowledge is a
central element and resources, support and time are major factors affecting
teachers’ use of technology. Four cases are explored through cultural historical
activity theory, analysing the contradictions that are at work in the context of
teaching science with ICT. This analysis illustrates how resources, knowledge
and more latent factors are pivotal in the extent and proficiency of teachers’
technology use.
Three interventions with a quasi-experimental design explore the effectiveness
of a selection of digital learning resources (DLR). The results show that benefits
from using DLR’s vary. In two topics the experimental classes scored
significantly higher than the comparison classes but in the third it was the
opposite. The findings indicate that DLR’s will have a more positive effect on
learning results the more interactive features they contain. A further finding
from the research concerns the expertise and impact of the science teachers’
pedagogical content knowledge (PCK). Perhaps not surprisingly, pupils of
teachers with strong PCK tended to score higher, indicating that successful ICT
based learning is related to teacher PCK.
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Athugasemdir:Submitted in accordance with the requirements for the degree of
Doctor of Education
The University of Leeds
School of Education
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